Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 8-8 (August 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-8 (August 2014) . - p.944-950 Titre : Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Article en page(s) : p.944-950 Langues : Anglais (eng) Mots-clés : Facial expressions  Autism  Matching-to-sample  Socio-emotional situations  Emotion recognition Index. décimale : PER Périodiques Résumé : Abstract Difficulties in understanding others’ emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others’ emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders [Texte imprimé et/ou numérique] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - p.944-950. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.944-950 Mots-clés : Facial expressions  Autism  Matching-to-sample  Socio-emotional situations  Emotion recognition Index. décimale : PER Périodiques Résumé : Abstract Difficulties in understanding others’ emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others’ emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.938-946 Titre : Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Année de publication : 2013 Article en page(s) : p.938-946 Langues : Anglais (eng) Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion perception  Facial expression Index. décimale : PER Périodiques Résumé : Abstract Deficits in comprehension of others’ emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - 2013 . - p.938-946. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.938-946 Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion perception  Facial expression Index. décimale : PER Périodiques Résumé : Abstract Deficits in comprehension of others’ emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Intramodal and cross-modal matching of emotional expression in young children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 10 (February 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 10 (February 2015) . - p.109-115 Titre : Intramodal and cross-modal matching of emotional expression in young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Article en page(s) : p.109-115 Langues : Anglais (eng) Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion comprehension  Facial expression Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) exhibit difficulties in their comprehension of others’ emotions. According to a variety of experimental procedures, many of them can be classified into two types according to the modality of their stimuli and responses. These are intramodal (visual stimulus–visual stimulus) and cross-modal (auditory stimulus–visual stimulus) matching. Previous studies tested both intramodal and cross-modal matching only in adolescents with ASD, although young children with ASD have also been found to have difficulties with cross-modal matching but not intramodal matching. The purpose of this study was to compare the intramodal and cross-modal matching of emotional expression in young children with ASD and typically developing (TD) children. Ten children with ASD aged 4–8 and 22 developmental age (DA)-matched TD children aged 3–6 participated in this study. Pictures of facial expressions were used as visual stimuli, and affective prosodies were used as auditory stimuli. The results showed that the children with ASD were less accurate than the TD children in cross-modal matching but equally accurate on intramodal matching. These findings are discussed along with the modality of stimuli and responses, and the ages of the participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Intramodal and cross-modal matching of emotional expression in young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - p.109-115. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.109-115 Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion comprehension  Facial expression Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) exhibit difficulties in their comprehension of others’ emotions. According to a variety of experimental procedures, many of them can be classified into two types according to the modality of their stimuli and responses. These are intramodal (visual stimulus–visual stimulus) and cross-modal (auditory stimulus–visual stimulus) matching. Previous studies tested both intramodal and cross-modal matching only in adolescents with ASD, although young children with ASD have also been found to have difficulties with cross-modal matching but not intramodal matching. The purpose of this study was to compare the intramodal and cross-modal matching of emotional expression in young children with ASD and typically developing (TD) children. Ten children with ASD aged 4–8 and 22 developmental age (DA)-matched TD children aged 3–6 participated in this study. Pictures of facial expressions were used as visual stimuli, and affective prosodies were used as auditory stimuli. The results showed that the children with ASD were less accurate than the TD children in cross-modal matching but equally accurate on intramodal matching. These findings are discussed along with the modality of stimuli and responses, and the ages of the participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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